• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.23-32
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• 2018

The results of the survey on the number of students enrolled in 1,337 elementary schools in the 29 provinces nationwide are as follows. First, in the first Newtowns, the number of enrolled students is 601~750. In particular, 4 small schools (4.2%) showed 300 small sized schools. Second, the number of schools in the metropolitan area is 451~750, and the number of schools under 300 students is 16, accounting for 5.6% of the total. Third, the Chungcheong Province is the largest in the 751~900 people, but relatively fewer than 150 students account for more than 13% of the total. Fourth, Yeongnam region has the largest number of enrolled students in the 301 ~ 450 classrooms, and the number of schools with 150 under 50 schools is 300 and the number of under schools is 118 with 24.3%. Fifth, Honam area is the most in 601 ~ 750 people, but the number of schools under 150 students is 27 and the number of under 300 schools is 23.5%. In particular, small schools in Yeongnam region and Honam area are more than twice as high as other areas. Additional follow-up studies are needed for other cities.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.137-140
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• 2018

As the number os working-class households has increased and As the number of working-class households has increased and the birth rate has decreased, more than a third of all elementary school students are left alone. While elementary schools across the nation have implemented a policy of after-school care, even that has reduced the number of classrooms in the government. As such, parents cannot avoid leaving their children alone at home and wonder about their day. For these parents and older elementary school students, they came up with a service that allows them to plan and implement their own work. The service enables children to develop self-regulating learning skills and allows them to receive feedback through the app on what plans and practices a child left alone at home is planning.

• Journal of Intelligence and Information Systems
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• v.16 no.3
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• pp.121-145
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• 2010

University timetabling depending on the educational environments of universities is an NP-hard problem that the amount of computation required to find solutions increases exponentially with the problem size. For many years, there have been lots of studies on university timetabling from the necessity of automatic timetable generation for students' convenience and effective lesson, and for the effective allocation of subjects, lecturers, and classrooms. Timetables are classified into a course timetable and an examination timetable. This study focuses on the former. In general, a course timetable for liberal arts is scheduled by the office of academic affairs and a course timetable for major subjects is scheduled by each department of a university. We found several problems from the analysis of current course timetabling in departments. First, it is time-consuming and inefficient for each department to do the routine and repetitive timetabling work manually. Second, many classes are concentrated into several time slots in a timetable. This tendency decreases the effectiveness of students' classes. Third, several major subjects might overlap some required subjects in liberal arts at the same time slots in the timetable. In this case, it is required that students should choose only one from the overlapped subjects. Fourth, many subjects are lectured by same lecturers every year and most of lecturers prefer the same time slots for the subjects compared with last year. This means that it will be helpful if departments reuse the previous timetables. To solve such problems and support the effective course timetabling in each department, this study proposes a university timetabling support system based on two phases. In the first phase, each department generates a timetable template from the most similar timetable case, which is based on case-based reasoning. In the second phase, the department schedules a timetable with the help of interactive user interface under the timetabling criteria, which is based on rule-based approach. This study provides the illustrations of Hanshin University. We classified timetabling criteria into intrinsic and extrinsic criteria. In intrinsic criteria, there are three criteria related to lecturer, class, and classroom which are all hard constraints. In extrinsic criteria, there are four criteria related to 'the numbers of lesson hours' by the lecturer, 'prohibition of lecture allocation to specific day-hours' for committee members, 'the number of subjects in the same day-hour,' and 'the use of common classrooms.' In 'the numbers of lesson hours' by the lecturer, there are three kinds of criteria : 'minimum number of lesson hours per week,' 'maximum number of lesson hours per week,' 'maximum number of lesson hours per day.' Extrinsic criteria are also all hard constraints except for 'minimum number of lesson hours per week' considered as a soft constraint. In addition, we proposed two indices for measuring similarities between subjects of current semester and subjects of the previous timetables, and for evaluating distribution degrees of a scheduled timetable. Similarity is measured by comparison of two attributes-subject name and its lecturer-between current semester and a previous semester. The index of distribution degree, based on information entropy, indicates a distribution of subjects in the timetable. To show this study's viability, we implemented a prototype system and performed experiments with the real data of Hanshin University. Average similarity from the most similar cases of all departments was estimated as 41.72%. It means that a timetable template generated from the most similar case will be helpful. Through sensitivity analysis, the result shows that distribution degree will increase if we set 'the number of subjects in the same day-hour' to more than 90%.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.731-747
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• 2004

The scientific inquiry enterprise consists of formulating hypotheses, testing hypotheses, evaluating evidence, and revising hypothesis. Scientific inquiry in the science classrooms requires students' background experience and knowledge with the phenomenon in order to ask appropriate questions, identify and define variables operationally, formulate hypotheses, and design clear and complete experiment. The ability to test hypotheses has been postulated to play a central role in cognitive processes. The purpose of this study was to analyze what the change of the quantity and quality of the hypothesis, the rejecting or accepting of the hypothesis, and the use results in the repetitional hypothesis activity experiments. To examine the problems, this study analyzed 5 classes which were designed and administered to 16 students of the 7th grade. The results of this study showed that students preferred the engineering method to scientific method and the quality of a second hypothesis got low. The quality of the hypothesis came to be higher through a repetitional hypothesis and the number of hypothesis was reduced. The results of the experiments did not play central roles in revising hypotheses and accepting or rejecting hypothesis.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2004.11a
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• pp.66-71
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• 2004

The purpose of this study is to identify the problems that a current day care center has by analyzing the space arrangement, and to come up with the suggestion that would improve the arrangement along with the interior design of the day care center by studying the usage of materials, colors, lightings and furniture. The result of this study to follow problems were identified. 1. Classrooms also served as sleeping areas, therefore those two areas needed to be separated. 2. The kitchen was too small for the number of children. So they need separated kitchen and dining room. 3. The day care center remodeled from the ordinary house was wrose than other facilities in material, color pattern and design for child-care. 4. A lot of fluorescent light and bulb were used without enough windows to let natural sunlight in. 5. The restroom was so small that it caused uncomfortability to children. Based on the problems above, we could reach to a following conclusion. Use of primary colors could brighten the image of a room, and feature or creative arrangement of furniture may make it intriguing. With the increase in the expectation and attention to the young kids, the facilities should change according to them and be designed for the children. It is needed to study about whether the space and the elements of the emotional image were applied properly.

• Journal of the Korean Institute of Educational Facilities
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• v.14 no.3
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• pp.36-46
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• 2007

This study is based on the need to reform mixed use plan of school facilities considering the characteristics of depressed downtown area. It started with the object to make a plan by deducting function of place required and corresponded to the characteristics of depressed downtown area in Pohang city. As the result of researching present status and the characteristics of six elementary schools in Pohang which the number of student has decreased, it is found that they are required to have change in the region of depressed downtown area which have fallen behind and obsolete school facilities which idle classrooms have increased and to have reformations of a city are characterized by 5 types as poor life environment, lack of cultural facilities as community institution, poor open-space and ecological environment, non-activation of conventional market and contraction of commerce industry by outflow of industry, transfer of administration operation function and etc. and the region of school under researching shows these characteristics. I planed the mixed use program with factors of local community facility, status of school facility use and depressed area's characteristics. Finally, I propose the mixed use plan of school facilities as the strong point of sustainable development which influences on and be influenced by regional characteristics and structure of city.

• School Mathematics
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• v.4 no.4
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• pp.601-615
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• 2002

This paper analyzed <7-나> and <8-나> textbooks and teacher instruction activities in classrooms, focusing on procedures used to solve construction problems. The analysis of the teachers' instruction and organization of the construction unit in <7-나> textbooks showed that the majority of the textbooks focused on the second step, i.e., the constructive step. Of the four steps for solving construction problems, teachers placed the most emphasis on the constructive order. The result of the analysis of <8-나> textbooks showed that a large number of textbooks explained the meaning of theorems that were to be proved, and that teachers demonstrated new terms by using a paper-folding activities, but there were no textbooks that tried to prove theorems through the process of construction. Here are two alternative suggestions for teaching strategies related to the construction step, a crucial means of connecting intuitive geometry with formal geometry. First, it is necessary to teach the four steps for solving construction problems in a practical manner and to divide instruction time evenly among the <7-나> textbooks' construction units. The four steps are analysis, construction, verification, and reflection. Second, it is necessary to understand the nature of geometrical figures involved before proving the problems and introducing the construction part as a tool for conjecture upon theorems used in <8-나> textbooks' demonstrative geometry units.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.288-294
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• 2022

This study aims to assess the knowledge of teachers working with students with autism spectrum disorder (ASD) regarding applied behaviour analysis (ABA). The study was concerned with teachers' knowledge of ABA, its application in the classroom, barriers to its use and desired training opportunities and/or resources to enhance teacher application of ABA strategies in the classroom. Data were collected via an online survey completed by 190 teachers with students diagnosed with ASD in British schools. The results revealed overall knowledge of ABA strategies for classrooms, with only some teachers uninformed about the broad use and some key elements, and general familiarity with skills crucial for applying ABA. Actual knowledge of ABA was found to be high. In terms of application of ABA, the majority of the teachers employed a wide range of known strategies. A number of barrier to the application of ABA were noted including a lack of knowledge and training, a lack of administrative support and a lack of time and physical resources. Theoretical knowledge is crucial for practical applications; however, practical training was found to be important to ensure intervention efficacy.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.43-59
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• 2023

Objective: This study investigated the differences in preschool children's perceptions of artificial intelligence (AI) and their distribution by latent profiles according to their experience with AI robots in daycare centers. Methods: The participants included 119 five-year-old children, 52 of whom had experience with AI robots in daycare centers and 67 of whom did not. Children's perceptions of AI were measured using the Godspeed scale from Bartneck et al.(2009). Data were analyzed using a t-test, latent profile analysis, and chi-square test. Results: The results showed that compared to the inexperienced group, the experienced group reported lower levels of animacy and perceived intelligence of AI robots, indicating higher levels of AI knowledge and understanding. In addition, the experienced group had a higher probability of belonging to the 'machine recognition' type than 'organism recognition' type, although the difference was not statistically significant. Conclusion/Implications: The findings suggest that experience with AI robots in daycare centers can improve children's AI knowledge and understanding. To further enhance this effect, it is necessary to increase the number of robots put into classrooms, and to consider various teaching media that reflect children's preferences.